Mind-Mapping in Collaborative Learning Activities: An Intervention Tool in Imporving the Least-Learned Science Competencies of Grade Six Pupils in the Amadeo Special Science Elementary School

Abstract

INTRODUCTION

Developing a science concept and making students able to apply such has always been a challenge for Science Educators. One of the issues identified in most studies was the problem faced by students in coping with scientific terminologies and expressing ideas in their own words. With limited science vocabulary, many pupils fail to perform well. This study was set to find out if mind mapping in collaborative learning activities could be utilized to widen students' science vocabulary to improve the least learned competencies in Science.

METHODS

The study adopted the quasi-experimental pre-test, post-test non-equivalent control group design. It was conducted in Amadeo, Cavite. The respondents of the study were all Grade Six pupils who belong to the Special Science section of Amadeo Elementary School. The treatment lasted for six weeks and data were interpreted using weighted mean scores of both controlled (N=13) and experimental (N=14) groups . The instrument used for data collection was an achievement test tagged NAT Parallel Achievement test which was content validated and considered to be reliable. The result of the pre-test was used as the basis for grouping the respondents into experimental and controlled groups.

RESULTS

The result revealed that students who were taught science concepts using mind mapping method performed better than those taught with the traditional lecture method. This means that students' performance significantly differed based on the teaching method used in the study. The study revealed mind mapping as an effective tool to assist vocabulary learning and scientific knowledge acquisition. Furthermore, vocabulary learning and formulating science concepts which have been mostly done individually were done collaboratively thus making a clearer impact among learners.

DISCUSSIONS

The results revealed the potential of mind mapping as an effective intervention tool in improving the least learned competencies of pupils. It was therefore recommended that mind mapping method should be incorporated in the teaching-learning process especially in Science for meaningful learning and that workshops should be organized for teachers to make them become aware of the significance of mind mapping and learn how to utilize them effectively.